**2. Theoretical framework**

Transition in this chapter is seen as an important development and change process in children's life trajectory, which is influenced by the multiple environments that children are in. Yelverton and Mashburn [5] conclude in their research "that children's experiences of the Kindergarten transition are affected by the characteristics of children themselves, their educational settings, the large-scale systems that support children's educational experiences, and the way each of these is dynamic over time", which provides rationale for utilizing Bronfenbrenner's ecological theory—which stresses the importance of studying children in multiple environments. Additionally, the Norwegian national framework plan for kindergartens also emphasizes the importance of collaborations and communications of different environments that directly influence children's transition.

Bronfenbrenner's ecological theory [6] which emphasizes the importance of studying children in multiple environments has been extensively used to explain how the inherent qualities of children and their environments interact to influence their growth and development. According to Bronfenbrenner's ecological model, children's lives are influenced by five ecosystems namely microsystem, mesosystem, ecosystem, macrosystem, and chronosystem and each of these five interact with and influence each other.

The microsystem is the most immediate environment in which children live, comprising the daily home, school or kindergarten, peer group, and community environment of the children. The mesosystem is the interaction and linkages among the different environments of microsystems. The exosystem is the linkages that exist between two or more environments, one of which may not contain the developing

<sup>1</sup> Both the singular and the plural forms are the same in Norwegian.

<sup>2</sup> More in formation about the reform can be found here: St.meld. nr. 21 (1996–97)—regjeringen.no.
